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ERIC Number: ED306766
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 23
Abstractor: N/A
Reference Count: N/A
Peer Feedback in Second Language Writing Instruction: Boon or Bane?
Jacobs, George; Zhang, Shuqiang
Two studies investigated three questions: (1) Do second language learners provide mostly faulty feedback to their peers in evaluating written composition? (2) Is peer feedback more or less effective than teacher correction? and (3) Do second language learners welcome or resist peer feedback? The studies were done in Thailand and Hawaii with college students of English as a Second Language In the first study, a small group (n=18) of students evaluated each other's composition drafts. Corrections and indications of uncertainty were analyzed, and results showed relatively little miscorrection. These results parallel the findings in previous research on peer oral correction. The second study required 81 students at three proficiency levels to write compare-and-contrast essays on selected topics. The essays were evaluated by teachers, peer readers, or the student writers themselves. Students were surveyed concerning their feelings about the feedback types. Results indicate that the type of corrective feedback did not affect informational or rhetorical accuracy, but teacher and peer feedback was found to be more effective for grammatical accuracy. Subjects strongly preferred teacher feedback. (MSE)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A